Valentine Rhythm Dictation

Among my students, Valentine’s Day is controversial. Their reaction ranges from love to hate, with most hovering around total indifference. Fortunately, there is a way to make a Valentine’s activity that appeals to all of the above because the poems range from the traditionally sweet, through the silly surprising, down to the frankly insulting. I used this activity with all my students of all levels. The only difference was that the more advanced students could do it faster and with less help.

Show the student all the Valentine poems so they can pick their favorite.

Determine the time signature.

I do this by telling them I’m going to clap and say the first measure (“Roses are”). Once they figure out that it’s in 3/4 time, they can write that before the first word of the poem.

Draw the first bar line.

Since I’ve already told them that the first measure ends after the word “are,” they need a bar line there.

Draw the first three notes above the first three syllables.

Repeat counting and saying the first measure. Some students may need a few hints to realize that each of those syllables gets a quarter note.

Finish the first line.

Count and say the entire first line. I made the final word a dotted half note. Obviously, alternate rhythms are possible, but the main point is not what the rhythm is, but whether the student can identify and write whatever rhythm you do.

Dictate the second line.

I did it as a whole line now that they have the idea of what to do.

Point out that the rhythm between first and second lines are exactly the same. That is normal and expected in this type of poetry. In music, it would be called a rhythmic motif.

Repeat the process for the third and fourth lines. The rhythms here will not be the same.

Have the student say and clap the whole poem in rhythm.

If there is still time, move to the piano and compose a song. The notes can be any note in C major (all the white keys). The rhythm should be the rhythm they wrote down.

Variations:

To make it easier, you can put in all the bar lines and time signature first, and do only one measure at a time.

To make it harder, don’t use the natural speaking rhythm. Syncopation or other unexpected rhythms usually go over well.

To make it longer, have the student change the rhythm after having written down yours.

To review the rhythms again afterwards, use percussion instruments to play it.